This study investigates the status and effectiveness of guidance and counseling (GC) practices in Nepali schools, focusing on three domains: learning strategies (LS), self-management (SM), and social skills (SS). Through a quantitative survey of 384 teachers, counselors, and headteachers across seven provinces of Nepal, we assessed GC practices using a validated 30-item questionnaire adapted from the American School Counselor Association (ASCA) 2021 standards. We evaluated four school performance indicators—school environment, student behavior (e.g., social/emotional conduct), academic achievement, and post-school success—using teacher-reported 3-point scales (i.e., Good, Normal, and Needs Improvement). Using binary logistic regression, we tested four hypotheses. We found that SS were a strong predictor of better student behavior odds ratio (OR) = 2.371, p 0.05, as evidenced by fewer conflicts and better ethical behavior. Infrastructure (dedicated counseling rooms: OR = 2.838) and trained counselors (OR = 2.929) strongly enhanced school environments. LS and SM interventions did not have a significant impact on academic outcomes (e.g., test scores, dropout rates). Critical gaps include inadequate training in LS/SM strategies (e.g., only 9.6% of schools had counselors; teachers struggled with goal-setting and coping skills guidance). The findings emphasize the importance of conducting teacher workshops focused on delivering Learning Support and Student Mentoring (LS/SM). Additionally, there is a need for institutional support to improve counseling infrastructure and to integrate structured GC frameworks. This study offers practical suggestions, such as creating specific areas for counseling and setting up uniform training programs to improve GC services in places with limited resources.
Khadka et al. (2025) studied this question.